TY - JOUR
T1 - “You're not going to get it right every time⇝
T2 - Teachers' perspectives on giving voice to students in physical education
AU - Howley, Donal
AU - O'Sullivan, Mary
N1 - Publisher Copyright:
© 2021 Human Kinetics, Inc.
PY - 2021/1
Y1 - 2021/1
N2 - This paper explored physical education (PE) teachers' perspectives of giving voice to students to understand how the practice is enacted in lessons at a time of curricular reform. A qualitative comparative case study followed three teachers in a triad of Irish secondary schools, eliciting their experiences of giving voice to students using focus groups, interviews, and a reflection journal. Data were gathered and coded to identify emergent themes. The practices challenged included instruction, teacher control, and teacher-student relationships. The teachers demonstrated the capacity to activate students' voices and respond, changing the way they perceived and facilitated the practice in PE. Worryingly, teachers made no connection between student voice and learning and assessment in PE and were not forthcoming implementing the practice in high-stakes examination scenarios. Research recognizing and appreciating the challenges and opportunities PE teachers face in attempting to acquire the spirit to do such work espousing reform is important to the field and our students.
AB - This paper explored physical education (PE) teachers' perspectives of giving voice to students to understand how the practice is enacted in lessons at a time of curricular reform. A qualitative comparative case study followed three teachers in a triad of Irish secondary schools, eliciting their experiences of giving voice to students using focus groups, interviews, and a reflection journal. Data were gathered and coded to identify emergent themes. The practices challenged included instruction, teacher control, and teacher-student relationships. The teachers demonstrated the capacity to activate students' voices and respond, changing the way they perceived and facilitated the practice in PE. Worryingly, teachers made no connection between student voice and learning and assessment in PE and were not forthcoming implementing the practice in high-stakes examination scenarios. Research recognizing and appreciating the challenges and opportunities PE teachers face in attempting to acquire the spirit to do such work espousing reform is important to the field and our students.
KW - Assessment
KW - Dialogue
KW - Pedagogy
KW - Student voice
KW - Transformative practice
UR - http://www.scopus.com/inward/record.url?scp=85087131929&partnerID=8YFLogxK
U2 - 10.1123/JTPE.2019-0142
DO - 10.1123/JTPE.2019-0142
M3 - Article
AN - SCOPUS:85087131929
SN - 0273-5024
VL - 40
SP - 166
EP - 174
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 1
ER -